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Details: Read the following case study to inform the assignment that follows. Case Study: Sloane Grade: 3rd Age: 8 Sloane is a female third grade student with a specific learning disability in written expression. She is originally from Mexico and moved to the U.S. with her mother, father, older sister, and newborn brother when she was 14 months old. In first grade she was assessed for special education services and was found eligible in the area of written expression. Recently, her mother and father separated. Her mom has since moved the children out of their home and in with family friends. The family friends have three children and two adults living in the home already, so thethree-bedroom, one-bath home is very crowded. Their new home is within walking distance of Rosewood Elementary, where Sloane has recently transferred. Sloane’s mother has a job in which she works long hours and is currently struggling to establish her own line of credit. At home, Sloane’s family speaks both English and Spanish. Sloane’s mother considers English her primary language; however, Spanish is her first language and she sometimes has difficulty understanding written English despite speaking it well. At a recent parent-teacher conference, Sloane’s mother opened up about the recent separation and stated there was an order of protection against her husband. Because the order of protection extends to the children, Mr. Fleming, one of Sloane’s teachers, notified the office and provided documentation in the event that Sloane’s father should come to theschool. While providing this documentation, office staff and other teachers pressed Mr. Fleming to divulge the details of why the order of protection was issued. Part 1 In 100-250 word responses for each of the following five bullets, evaluate and answer the following questions: What are three ways in which cultural, language, and family background influence Sloane’s learning? How will knowledge of Sloane's home environment assist her teachers in providing educational services and support? What are three steps a teacher could take with Sloane and her mother to build a collaborative relationship that takes into account their unique circumstances? What are three strategies that a teacher could use to encourage Sloane’s mother to actively participate in Sloane's education process? How would you respond to the office staff and teachers wanting information regarding the order of protection, referencing the CEC Code of Ethics or other appropriate professional dispositions of learners? Support your responses with a minimum of three scholarly resources. Part 2 Write a 250-500 word rationale that: Analyzes the ethical principles you used to respond to the above questions, and how those principles align to a Christian worldview. Provides specific examples of how your proposed actions support the common good in the educational setting, and explains how these examples can be considered applications of ...
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Teachers often work with families of different cultures and experiences. Positive, clear collaboration, and support between the home and school environments can provide a more seamless service delivery and help to meet the needs of all students. Confidentiality requirements, respect for diversity, the effect of language learning, stress, and cultural diversity on learning and assessment are important factors to consider as a teacher. As teachers advocate for their students and families, they must find ways to collaborate with staff, caregivers, and the student to meet the needs of students in a variety of situations. Teachers must also consider assistive technologies that can support motor skills, comprehension skills, communication skills, and academic skills for students with learning disabilities. These devices promote access to inclusive classroom settings, community settings, and typically developing peers. The case study used in this assignment presents a situation that requires consideration of these topics.
Read the following case study to inform the assignment.
Case Study: Larissa
Grade: 3rd
Age: 8
Larissa is a female third grade student with a specific learning disability in written expression and executive functioning disorder. She is originally from El Salvador and moved to the U.S. with her mother, father, older sister, and newborn brother when she was 14 months old. In first grade, she was assessed for special education services and was found eligible in the areas of written expression and executive functioning due to a diagnosis of dyslexia and ADHD by an outside psychologist referred by her primary care physician. Larissa’s verbal expression is close to grade level, but when asked to express her thoughts on paper, she often uses lower level vocabulary and fragmented sentences, and lacks organization. This could be due to her inability to focus on longer tasks as well as her difficulty with spelling, written expression, and multiple languages spoken in the home. Larissa also struggles with starting tasks independently, staying on task, and with task completion. She often cannot find her materials when needed such as pencils, paper, assignments, books, etc.
Recently, her mother and father separated. Her mom has since moved the children out of their home and in with family friends. The family friends have three children and two adults living in the home already, so the three bedroom, one bath home is very crowded. Their new home is within walking distance of Rosewood Elementary, where Larissa has recently transferred.
Larissa’s mother, Rita, has a job in which she works long hours and is currently struggling to establish her own line of credit. At home, Larissa’s family speaks both English and Spanish. Rita considers English her primary language; however, Spanish is her first language and she sometimes has difficulty understanding written .
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Part of a special educator’s responsibilities include understanding the characteristics of the major disability categories and how the characteristics affect typical development. When conducting observations and consulting with staff who work with students with disabilities, teachers must be able to articulate the differences in development and prescribe appropriate interventions. Understanding the effect of culture and language development must also be considered in meeting student needs.
Case Study: Larissa
Grade: 3rd
Age: 8
Larissa is a female third grade student with a specific learning disability in written expression and an executive functioning disorder. She is originally from El Salvador and moved to the U.S. with her mother, father, older sister, and newborn brother when she was 14 months old. In first grade, she was assessed for special education services and was found eligible in the areas of written expression and executive functioning due to a diagnosis of dyslexia and ADHD by an outside psychologist referred by her primary care physician. Larissa’s verbal expression is close to grade level, but when asked to express her thoughts on paper, she often uses lower level vocabulary and fragmented sentences, and her writing lacks organization. This could be due to her inability to focus on longer tasks as well as her difficulty with spelling, written expression, and multiple languages spoken in the home. Larissa also struggles with starting tasks independently, staying on task, and with task completion. She often cannot find her materials when needed such as pencils, paper, assignments, books, etc.
Recently, her mother and father separated. Her mother has since moved the children out of their home and in with family friends. The family friends have three children and two adults living in the home already, so the three bedroom, one bath home is very crowded. Their new home is within walking distance of Rosewood Elementary, where Larissa has recently transferred.
Larissa’s mother, Rita, has a job in which she works long hours and is currently struggling to establish her own line of credit. At home, Larissa’s family speaks both English and Spanish. Rita considers English her primary language; however, Spanish is her first language and she sometimes has difficulty understanding written English, despite speaking it well.
At a recent parent-teacher conference with Larissa’s teacher, Mr. Fleming, Rita shared that she obtained an order of protection against her husband after they separated. Because the order of protection extends to the children, she provided Mr. Fleming legal documentation of the order. The day after the conference, Mr. Fleming notified the office and gave them the documentation in the event that Larissa’s father should come to the school.
Using the information from the case study, address the following in a 1,000-1,250 word essay:
Discuss how the Christian worldview perspective can be demonstrated in profession.
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3. Most schools are not very high on any of the multicultural frameworks (in other words, not truly mc at the deepest and most meaningful levels). Most celebrate holidays (low level), may include diverse authors in English classes/readings (low level), or have activities like MC celebrations or dinners where families bring foods from their cultures (low level). None of these are truly mc-they do not deal with social justice, transformation, or equity issues on a meaningful level. Think about one of the schools you attended in elementary, middle or high school.
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Please refer back to this Case Study reflections to answer question below. Please be sure to use examples.
Case Study 5:
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1. How has this experience (and ...
CHAPTER 6 Equal Access, Unequal Resources Appreciating Cultural, .docx
This document discusses the importance of understanding cultural diversity and its impact on family-school relationships. It begins by defining key terms like culture, race, ethnicity, nationality, and social class. Culture encompasses the values and norms that organize a group, while race refers to biological taxonomy. Social class relates to socioeconomic standing. The document emphasizes that educators must recognize how families from diverse backgrounds may have different worldviews and expectations regarding the roles of parents, teachers, and goals of schooling. Not doing so can negatively impact students if educators view cultural differences as deficiencies. The chapter will explore how economic resources and cultural contexts shape family life and interactions with schools.
CHAPTER 6 Equal Access, Unequal Resources Appreciating Cultural, .docx
CHAPTER 6 Equal Access, Unequal Resources: Appreciating Cultural, Social, and Economic Diversity in Families
Cirecie A. West-Olatunji
Learning Objectives
After reading this chapter, you will be able to:
■ Explain the various meanings of the term culture.
■ Describe the diverse economic, cultural, and social contexts that influence an individual or a family’s worldview.
■ Explain the differences in individualistic and collectivistic worldviews of families.
■ Discuss the impact of worldviews on student learning and educators’ interactions with students’ families.
What is culture? What is social class? How do culture and social class affect children’s and families’ experiences of schools and educators? How can educators recognize and appreciate the social, cultural, and economic diversity of their students’ families? In this chapter, we describe the varying worldviews that characterize families from diverse cultural, social, and economic groups, and examine the impact of these worldviews on student learning and educators’ interactions with students’ families.
If you recall, in Chapter 1, we asked you to visualize what your classroom of students will look like and how you envision interacting with them and the key adults in their lives. Many times when we ask our students to do this, we notice that they usually envision working with children who look very much like themselves and come from families very much like their own—European American (White), middle-class families who have had at least a high school, if not college, education. Moreover, their ideas about how they expect to structure their interactions with their students and their students’ families reflect the middle-class, monocultural orientation of most schools in which a single, homogeneous dominant culture is depicted in teaching and learning practices, with little attention being given to varying multicultural perspectives (Derman-Sparks, Ramsey, Edwards, & Brunson-Day, 2006; Tutwiler, 2005).
However, as you are learning, there is a strong probability that you will be teaching children who come from far different economic and cultural backgrounds. In addition, there is a high probability that school staff with whom you work will be “educentric” in their perspective about family–school relations, viewing family or community involvement in children’s education from a perspective that reflects only the school staff’s values, goals, and priorities rather than the perspectives of the families served by the school (Lawson, 1999). Yet, as you are learning, this perspective can limit the ability of educators to work productively with children’s families.
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2. The reading text discusses a sociologist's theory that firstborns are more likely to accept their parents' values while later-borns may rebel, and that birth order can indicate relationship compatibility, like a firstborn husband and later-born wife.
3. The psychologist also claims firstborns tend to be perfectionists from parental pressure, middle children may find talents where firstborns lack, and lastborns have more freedom and are more creative.
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Introduction
Natasha has been a Head Start teacher for almost three years, and she really enjoys interacting with the families; she tries hard to find ways to involve them in the classroom, such as having parents be a classroom aide for a day, chaperone field trips, or provide supplies and snacks. Even with all of her outreach to families, she is still a bit frustrated that many fathers are not involved—and some even seem hostile or indifferent to her attempts to involve them. For example, David, a recently divorced father who does not come to school often, told her, "You don't understand my life, and asking me to bake cookies and cut paper does not make me want to come to this classroom."
How can Natasha begin to get more fathers involved in the classroom? How can she provide support for David's son during this time of major family transition?
In this chapter, we will discuss the diversity of and changes to the structures and living situations of American families. We will discuss what it means for early education teachers when a child in their classroom comes from a single-parent, male-headed household; has two mothers; is raised by a grandmother; or has a mother in prison. We will discuss how family culture, including traditions and communication style, influences children's development, learning, and interactions and relationships with adults in their lives—including teachers. The final section of this chapter will discuss how a teacher can foster family and community engagement in a way that is culturally meaningful and sensitive.
5.1 The Changing Structure of American Families and Communities
Chapters 1 and 4 focused on the diversity of children and families in the United States, including immigrant families. Just as there has been a change in U.S. racial and ethnic demographics in the past 50–60 years, there has also been a change in the American family— or what is considered a "family." According to the U.S. census, a family is a group of people who are related by birth, marriage, or adoption, but social scientists have broader definitions of families that are not necessarily dependent on biological or legal relations. For example, they might define a family as a group of people who are emotionally connected and committed to the development and care of one another.
The Rise of "Nontraditional" Families
The "nuclear family," consisting of a married mother and father and their biological and/or adopted children, has long been considered the "traditional" family. However, in the last half of the 20th century, economic factors and changes in views of marriage and love have led to many different kinds of families. Women no longer have to marry for economic reasons; many can now choose whether they want to be married (Coontz, 2005). Many people now marry or live in cohabitating households for emotional reasons—love—and they divorce or separate for emotional reasons— lack of love.
This flexibility and acceptance of choice has resulted .
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Read the following case study to inform the assignment.
Case Study: Larissa
Grade: 3rd
Age: 8
Larissa is a female third grade student with a specific learning disability in written expression and executive functioning disorder. She is originally from El Salvador and moved to the U.S. with her mother, father, older sister, and newborn brother when she was 14 months old. In first grade, she was assessed for special education services and was found eligible in the areas of written expression and executive functioning due to a diagnosis of dyslexia and ADHD by an outside psychologist referred by her primary care physician. Larissa’s verbal expression is close to grade level, but when asked to express her thoughts on paper, she often uses lower level vocabulary and fragmented sentences, and lacks organization. This could be due to her inability to focus on longer tasks as well as her difficulty with spelling, written expression, and multiple languages spoken in the home. Larissa also struggles with starting tasks independently, staying on task, and with task completion. She often cannot find her materials when needed such as pencils, paper, assignments, books, etc.
Recently, her mother and father separated. Her mom has since moved the children out of their home and in with family friends. The family friends have three children and two adults living in the home already, so the three bedroom, one bath home is very crowded. Their new home is within walking distance of Rosewood Elementary, where Larissa has recently transferred.
Larissa’s mother, Rita, has a job in which she works long hours and is currently struggling to establish her own line of credit. At home, Larissa’s family speaks both English and Spanish. Rita considers English her primary language; however, Spanish is her first language and she sometimes has difficulty understanding written .
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Part of a special educator’s responsibilities include understanding the characteristics of the major disability categories and how the characteristics affect typical development. When conducting observations and consulting with staff who work with students with disabilities, teachers must be able to articulate the differences in development and prescribe appropriate interventions. Understanding the effect of culture and language development must also be considered in meeting student needs.
Case Study: Larissa
Grade: 3rd
Age: 8
Larissa is a female third grade student with a specific learning disability in written expression and an executive functioning disorder. She is originally from El Salvador and moved to the U.S. with her mother, father, older sister, and newborn brother when she was 14 months old. In first grade, she was assessed for special education services and was found eligible in the areas of written expression and executive functioning due to a diagnosis of dyslexia and ADHD by an outside psychologist referred by her primary care physician. Larissa’s verbal expression is close to grade level, but when asked to express her thoughts on paper, she often uses lower level vocabulary and fragmented sentences, and her writing lacks organization. This could be due to her inability to focus on longer tasks as well as her difficulty with spelling, written expression, and multiple languages spoken in the home. Larissa also struggles with starting tasks independently, staying on task, and with task completion. She often cannot find her materials when needed such as pencils, paper, assignments, books, etc.
Recently, her mother and father separated. Her mother has since moved the children out of their home and in with family friends. The family friends have three children and two adults living in the home already, so the three bedroom, one bath home is very crowded. Their new home is within walking distance of Rosewood Elementary, where Larissa has recently transferred.
Larissa’s mother, Rita, has a job in which she works long hours and is currently struggling to establish her own line of credit. At home, Larissa’s family speaks both English and Spanish. Rita considers English her primary language; however, Spanish is her first language and she sometimes has difficulty understanding written English, despite speaking it well.
At a recent parent-teacher conference with Larissa’s teacher, Mr. Fleming, Rita shared that she obtained an order of protection against her husband after they separated. Because the order of protection extends to the children, she provided Mr. Fleming legal documentation of the order. The day after the conference, Mr. Fleming notified the office and gave them the documentation in the event that Larissa’s father should come to the school.
Using the information from the case study, address the following in a 1,000-1,250 word essay:
Discuss how the Christian worldview perspective can be demonstrated in profession.
1. Thinking about what you personally have experienced with play (.docx
1. Thinking about what you personally have experienced with play (as a child, adult, teacher, parent, etc.), and what you have learned about play and culture in this module, what will you take with you in your work with children? For example, how will you use play with children in your center or classroom? How will you approach differences with parents about play?
2. Think about what you have learned about discipline and guidance. Answer the following question:
I use to think discipline was...
Now I know discipline is...
This most be answered in details and Facts. You do not need to site.
3. Most schools are not very high on any of the multicultural frameworks (in other words, not truly mc at the deepest and most meaningful levels). Most celebrate holidays (low level), may include diverse authors in English classes/readings (low level), or have activities like MC celebrations or dinners where families bring foods from their cultures (low level). None of these are truly mc-they do not deal with social justice, transformation, or equity issues on a meaningful level. Think about one of the schools you attended in elementary, middle or high school.
Choose one area/category/concept from any ONE of the frameworks discussed in this module, and tell how that specific school could have made their school more truly MC at one of these deeper levels. Think equity, transformation, and/or social justice as your guide here.
Do not name the school, but tell what level school is is (ele.middle, high) and make sure to include the vocabulary and concepts from the mod in explaining what area/category/concept you chose AND how your idea would make this school more MC on a deeper level. If you do not use the vocab and concepts from the mod, in your own words, (NO QUOTES or citations),
Please refer back to this Case Study reflections to answer question below. Please be sure to use examples.
Case Study 5:
This student is a five-year-old (kindergarten) girl. She was born in Pakistan, and has been in this country a very short while. Her parents speak English, but with heavy accents that make them difficult for you to understand. Her father was a lawyer in Pakistan, and left because of a political threat on his life. He now works as a clerk in a convenience store. Her older brother is in fifth grade, and students in his school often call him a terrorist. Her mother wears a head cover and does not socialize with other parents in the school. She is learning English quickly, but has never been in school, or with large groups of children, before, so she is unsure how to interact with the other students in your classroom.
You have spent a lot of time this semester getting to know your particular child, his/her family, and their culture(s).
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CHAPTER 6 Equal Access, Unequal Resources Appreciating Cultural, .docx
This document discusses the importance of understanding cultural diversity and its impact on family-school relationships. It begins by defining key terms like culture, race, ethnicity, nationality, and social class. Culture encompasses the values and norms that organize a group, while race refers to biological taxonomy. Social class relates to socioeconomic standing. The document emphasizes that educators must recognize how families from diverse backgrounds may have different worldviews and expectations regarding the roles of parents, teachers, and goals of schooling. Not doing so can negatively impact students if educators view cultural differences as deficiencies. The chapter will explore how economic resources and cultural contexts shape family life and interactions with schools.
CHAPTER 6 Equal Access, Unequal Resources Appreciating Cultural, .docx
CHAPTER 6 Equal Access, Unequal Resources: Appreciating Cultural, Social, and Economic Diversity in Families
Cirecie A. West-Olatunji
Learning Objectives
After reading this chapter, you will be able to:
■ Explain the various meanings of the term culture.
■ Describe the diverse economic, cultural, and social contexts that influence an individual or a family’s worldview.
■ Explain the differences in individualistic and collectivistic worldviews of families.
■ Discuss the impact of worldviews on student learning and educators’ interactions with students’ families.
What is culture? What is social class? How do culture and social class affect children’s and families’ experiences of schools and educators? How can educators recognize and appreciate the social, cultural, and economic diversity of their students’ families? In this chapter, we describe the varying worldviews that characterize families from diverse cultural, social, and economic groups, and examine the impact of these worldviews on student learning and educators’ interactions with students’ families.
If you recall, in Chapter 1, we asked you to visualize what your classroom of students will look like and how you envision interacting with them and the key adults in their lives. Many times when we ask our students to do this, we notice that they usually envision working with children who look very much like themselves and come from families very much like their own—European American (White), middle-class families who have had at least a high school, if not college, education. Moreover, their ideas about how they expect to structure their interactions with their students and their students’ families reflect the middle-class, monocultural orientation of most schools in which a single, homogeneous dominant culture is depicted in teaching and learning practices, with little attention being given to varying multicultural perspectives (Derman-Sparks, Ramsey, Edwards, & Brunson-Day, 2006; Tutwiler, 2005).
However, as you are learning, there is a strong probability that you will be teaching children who come from far different economic and cultural backgrounds. In addition, there is a high probability that school staff with whom you work will be “educentric” in their perspective about family–school relations, viewing family or community involvement in children’s education from a perspective that reflects only the school staff’s values, goals, and priorities rather than the perspectives of the families served by the school (Lawson, 1999). Yet, as you are learning, this perspective can limit the ability of educators to work productively with children’s families.
A variety of different approaches have been taken to understanding the influence of culture and class on children’s learning and family–school interactions. One approach emphasizes learning about the specific histories and traditions of different ethno-linguistic groups and how to change instruction to reflect them. For example, in an effo.
Lesson plan reading
1. The lesson plan discusses teaching a class about how birth order can impact personality and relationships by having students read a text, watch a video, and answer comprehension questions.
2. The reading text discusses a sociologist's theory that firstborns are more likely to accept their parents' values while later-borns may rebel, and that birth order can indicate relationship compatibility, like a firstborn husband and later-born wife.
3. The psychologist also claims firstborns tend to be perfectionists from parental pressure, middle children may find talents where firstborns lack, and lastborns have more freedom and are more creative.
Research Paper
This document discusses barriers to communication between teachers and parents of English Language Learner (ELL) students. It summarizes several studies that found cultural and linguistic barriers can prevent ELL parents from being involved in their child's education. Teachers are sometimes at fault for poor communication as they may view ELL parents negatively and fail to make themselves available. The document recommends that teachers take simple steps to make ELL parents feel welcome, such as translating materials and maintaining open communication.
IntroductionNatasha has been a Head Start teacher for almost thr.docx
Introduction
Natasha has been a Head Start teacher for almost three years, and she really enjoys interacting with the families; she tries hard to find ways to involve them in the classroom, such as having parents be a classroom aide for a day, chaperone field trips, or provide supplies and snacks. Even with all of her outreach to families, she is still a bit frustrated that many fathers are not involved—and some even seem hostile or indifferent to her attempts to involve them. For example, David, a recently divorced father who does not come to school often, told her, "You don't understand my life, and asking me to bake cookies and cut paper does not make me want to come to this classroom."
How can Natasha begin to get more fathers involved in the classroom? How can she provide support for David's son during this time of major family transition?
In this chapter, we will discuss the diversity of and changes to the structures and living situations of American families. We will discuss what it means for early education teachers when a child in their classroom comes from a single-parent, male-headed household; has two mothers; is raised by a grandmother; or has a mother in prison. We will discuss how family culture, including traditions and communication style, influences children's development, learning, and interactions and relationships with adults in their lives—including teachers. The final section of this chapter will discuss how a teacher can foster family and community engagement in a way that is culturally meaningful and sensitive.
5.1 The Changing Structure of American Families and Communities
Chapters 1 and 4 focused on the diversity of children and families in the United States, including immigrant families. Just as there has been a change in U.S. racial and ethnic demographics in the past 50–60 years, there has also been a change in the American family— or what is considered a "family." According to the U.S. census, a family is a group of people who are related by birth, marriage, or adoption, but social scientists have broader definitions of families that are not necessarily dependent on biological or legal relations. For example, they might define a family as a group of people who are emotionally connected and committed to the development and care of one another.
The Rise of "Nontraditional" Families
The "nuclear family," consisting of a married mother and father and their biological and/or adopted children, has long been considered the "traditional" family. However, in the last half of the 20th century, economic factors and changes in views of marriage and love have led to many different kinds of families. Women no longer have to marry for economic reasons; many can now choose whether they want to be married (Coontz, 2005). Many people now marry or live in cohabitating households for emotional reasons—love—and they divorce or separate for emotional reasons— lack of love.
This flexibility and acceptance of choice has resulted .
Benchmark - Summative Examination Part of a special educator’s r.docx
Benchmark - Summative Examination
Part of a special educator’s responsibilities include understanding the characteristics of the major disability categories and how the characteristics affect typical development. When conducting observations and consulting with staff who work with students with disabilities, teachers must be able to articulate the differences in development and prescribe appropriate interventions. Understanding the effect of culture and language development must also be considered in meeting student needs.
Part 1: Short Answer Responses
Evaluate the following case studies and, in 100-250 words, classify the IDEA disability category for each student. Provide a rationale for your identification choice that takes into consideration each student's developmental milestones.
Tomas, Kindergarten
Tomas entered Mrs. Richards' kindergarten classroom at the beginning of the school year with great excitement! He showed great interest in learning and being in the classroom with other students. As the school year progressed, however, Tomas' excitement quickly turned into frustration. He struggled with recognizing the letters in his name, identifying different shapes, and consistently could not follow two-part instructions. He also was dramatically less able than his peers to focus on a task. His frustrations have led to impulsive actions. Mrs. Richards has called a meeting with his parents to address her concerns.
Harper, 3rd Grade
Harper attends Sunset Elementary School and is in a class with 25 other third graders. Harper loves her teacher Mrs. Hernandez and struggles when a substitute takes her place. She excels in math and tends to get bored when the other kids in her class struggle. Harper also loves reading about the weather, somewhat obsessively, and can share weather facts and details for hours. She enjoys going to school, but does struggle with the loud noises a school brings. In school assemblies, for instance, she becomes overly upset about the noise level and tends to rock back and forth to calm herself. She also does not like fire drills and has refused to leave the classroom because of the sound of the fire alarm. Instead, she will flop to the ground, kick, and cover her ears.
Austin, 5th
Grade
Austin was 9 years old when he was hit by a car while riding his bike on the sidewalk. He broke his arm and leg and hit his head very hard. When he came home from the hospital he looked just fine, but he needed help. Now back at school, there are changes in Austin that are hard to understand. It takes Austin longer to do things, and he has trouble remembering. He cannot always find the words he wants to use. Math is hard for him now, but it was his strongest academic area before the accident.
Mary, 9th
Grade
Mary and her mother recently moved to the school district from Mexico after divorcing her father, who still lives in Mexico. Mary and her mother now live with Mary’s uncle, his wife, and five kids. Mom is working two .
Mythbusters of second language acquisition
This was a presentation to content-area teachers in our high school - they each had a whiteboard and wrote true/false to the statements before we revealed the responses and rationale; all elements were then linked to practical classroom strategies.
Part 1Children’s families play a critical role in their language.docx
Part 1
Children’s families play a critical role in their language and literacy development. It is important for early childhood teachers to establish connections with each child’s family unit and parental figures so that the lines of communication and mutual respect are strong (Otto, 2014, p. 382). There are so many different ways to communicate with the families of a new preschooler.
Ms. Shelley: Good morning, I am so excited that we have a new friend playing with us today.
Khloe’s mom: I hope it goes well I am really nervous about how she will do being away from me.
Ms. Shelley: I’m sure it will be a little tough at first but we will all slide right into the routine if we let Khloe see we have positive attitudes about it.
Khloe’s mom: I am trying, is it okay if I call and check on her later today?
Ms. Shelley: well sure you can you have all my numbers don’t you?
Khloe’s mom: yes I do. I also wanted to ask you if she will be doing daily lessons or if they will just play most of the time.
Ms. Shelley: yes mam we do circle time, exercise time, story time and ‘class’ time each day along with a lot of free play. You will be able to follow along with our lessons either by looking at the website or the newsletter that is mailed out. Both will include our weekly themes, words to the finger plays and items needed for crafts. I can also make you a copy of our circle time cd so you can learn the songs and know what Khloe is singing.
Khloe’s mom: oh okay that sounds cool. You know she is going to throw a fit when I leave right? Should I just go while she isn’t looking?
Ms. Shelley: she might be upset for a few minutes but as the general rule they all calm down after about ten minutes or so. And no please don’t sneak out. We need to make sure you tell Khloe every morning that you are leaving and where you are going and when you will be back. It is also very important that if you tell Khloe ok ‘one more kiss’, that is only one more kiss and then you leave, otherwise you might get manipulated into a zillion kisses.
Khloe’s mom: ok well let’s get this over with ……Khloe come here honey mommas going to work.
Part 2
Ethics statement for Broseley Preschool and Daycare
New situations and change can at times be unsettling for all of us. For children it might be their first experience of separation from the parents or care givers at home. It is common for even the most outgoing child to be anxious the first day of school. As a team it is our job to recognize that children need to be supported by teachers, peers, community, family and society. Communications are very important to us. When I accept a new family into the center we like to be sure that we can openly share concerns or questions that arise. If we can work together then your child can feel secure in knowing they have two families who love them very much. We grow to love each child that is in our care and treasure the chance to be a part of their lives. It is important that .
Between Worlds (Intro)
This document discusses factors that affect the school success of English language learners (ELLs) who live between worlds. It notes that ELLs come from different cultural worlds than their teachers and may feel marginalized in school. The school exists within various overlapping contexts including national/state, community/family, and school levels. These contexts interact dynamically and no single factor explains ELL success or failure. The document examines characteristics of different types of ELL students and discusses how teacher knowledge, beliefs and classroom practices impact ELL learning. It advocates supporting students' home languages and cultures while developing English proficiency.
DGB - Education Portfolio
Mrs. Kelly observed students with special needs at Lawton Elementary School in Florida. She saw inclusion programs that accepted students of all cultures and placed them strategically in groups to expose them to diversity. Teachers used various strategies like Kagan cooperative learning to engage students. Miss Milan worked with ESL students for 45 minutes on reading. Mrs. Kelly found parental involvement was sometimes challenging but worked closely with ESL teacher Miss Milan to accommodate non-native English speakers through flexibility and allowing students to vocalize instead of writing assessments initially.
Mr. Revell taught 7th grade social studies including students with ADHD, EMH and EBD at Parkway Middle School in Florida. Most students were Hispanic. He found visual materials and technology like
Education Portfolio - DGB
David Gonzalez observed inclusive classrooms at Lawton Elementary and Parkway Middle that effectively accommodated ESL and ESE students. At Lawton, Mrs. Kelly used cooperative learning strategies in her 5th grade classroom to engage students of various cultures and abilities. Miss Milan provided 45 minutes of targeted ESL instruction daily. Both emphasized speaking practice and inclusion to build students' confidence. The greatest initial challenge was acclimating new ESL students, but strong teacher collaboration helped ensure student success.
Brief webinar aft
Rebecca Palacios will demonstrate how to access and use Share My Lesson, a free online resource for teachers that provides lesson plans and materials, especially for teaching English to students who speak other languages. She will focus on resources for teaching Spanish-speaking students English. Share My Lesson has a wide range of K-12 materials and is particularly useful for dual immersion and English language learner classrooms. It allows teachers to share best practices to help more students gain English language proficiency, which is important for economic opportunities. The presentation will be followed by Q&A.
The difference-between-esl-and-efl
This document discusses the differences between learning English as a second language (ESL) versus learning English as a foreign language (EFL). In ESL situations, students learn English in an English-speaking environment and need to use English outside of class as well. In EFL situations, students only use English in the classroom and speak their native language outside of class. Student motivation also tends to be higher for ESL learners since English is relevant to their daily lives, whereas EFL learners have less opportunity to practice English outside of class. Teaching approaches need to account for these contextual differences between ESL and EFL environments.
Determinants of Motivation
This document provides a summary of a research paper about determinants of student motivation for learning English abroad. It begins with an anecdote about a recent college graduate, Sarah, who teaches English in Thailand but finds it more difficult than expected due to large class sizes and unmotivated students. The document then reviews literature on the history of teaching English abroad and factors that influence student motivation. Research studies from several countries identified themes like increased autonomy and positive classroom environments improving motivation, while language proficiency and cultural differences impact motivation. To validate these findings, the author conducted a survey of English teachers. The results generally aligned with the literature but identified some differences. Student motivation is also examined through the lens of transformational leadership theory.
image1.pngimage2.pngExample Slide 1Yeung.docx
image1.png
image2.png
Example Slide 1
Yeung Yi: Yeung Yi is a Gifted and Talented student from an educated and
economically well-off family. Both of his parents are doctors, and they hold high
expectations for Yeung Yi. The family has toured Harvard while on vacation and
discusses college regularly. Yeung Yi’s grades are outstanding, and he stays busy
participating in art club, orchestra, National Geography Bee, baseball, and UIL
academic competitions. He puts a lot of pressure on himself because he wants to
get into a highly selective college after high school. Though he loves playing his
cello, he has had a few panic attacks while practicing his solo. He has told his
mother that he isn’t good enough to have a solo, though his teacher believes
differently. When he makes a grade he feels is unacceptable, he gets very upset
and may hit the wall with his hand.
Example Slide 2
image1.png
image2.png
700.2PBP The Learner: Performance-Based Assessment
TNT 700.2P KNOWLEDGE OF STUDENTS AND STUDENT NEEDS Effective teaching begins with understanding your students: how they learn, their background and issues that they might face. In the course, TCR 300 Meet Your Students, you were introduced to twenty-four students who are representative of the students in Texas. Several of these students have significant academic issues and/or emotional issues that may impact their performance. This performance-based assessment requires you to identify and research the societal or cultural issues that are faced by four of these students and how they impact their achievement.
Using PowerPoint or Google Slides, you are to create a presentation appropriate for use with other educators or parents. In this presentation you are to do the following:
• Identify each student and the issue he or she is facing.
• Identify the developmental impact of each issue. You will need to include the research that is directly related to the issues and aligned to the developmental goals for the students. For example, you might include a statement such as “According to
Dr. I. M. Expert, cyber-bullying is detrimental to a student’s development because it makes students feel unsafe.”
• Research and provide resources that are directly related to the issue and are aligned to the developmental goals for students. These are resources a parent or teacher could use to learn more about the issue and how to address the impact of the issue. These are resources that may be available in your community, such as food banks, language lessons for parents, etc. You may also choose to include resources that are available from federal, state, and local governments. These are NOT the resources used in your research.
• You will suggest supports teachers can use in the classroom to mitigate the impacts of the issue. • Your presentation should be at least 11 slides long. You are expected to have an introductory slide, two slides per student, and a clo.
Prompts Powerpoint
This document contains a student's responses to discussion prompts for an early literacy course. In their responses, the student reflects on their own experiences learning language and literacy as a child, how families and communities influence children's development, and different strategies for teaching literacy skills like reading, writing, spelling and handwriting to students. They discuss teaching methods from their course textbook and critique literacy education websites.
Part of a special educator’s responsibilities include understand
Tomas, a kindergartener, showed early excitement for school but struggled with academic tasks like letter recognition and following instructions. His frustrations led to impulsive behaviors, prompting Mrs. Richards to call a meeting with his parents.
Harper, a third grader, excels in math but gets upset by loud noises. She loves reading about weather and struggles in assemblies or fire drills due to noise.
Austin, a fifth grader, was in a bike accident that caused head and leg injuries. Since returning to school, he has slower processing, trouble remembering, and difficulty with math, which was previously his strength.
Shauna sanders learner analysis instructional design
This learner analysis examines 10 third grade Hispanic students at Roan Elementary School in Dalton, Georgia. Most students speak Spanish at home and have low socioeconomic status. Based on assessments, their reading levels range from late 1st grade to 3rd grade. Motivation to read independently is low. The analysis identifies learning characteristics, cultural considerations, and accommodation strategies to increase motivation and engagement with an instructional unit based on literacy standard 5. Accommodations address needs of ELL, special education, and advanced students.
ELL Training PPP
The document discusses diversity and English language learners (ELLs) in US schools. It notes that the NCATE defines diversity to include differences based on various demographic factors. It also states that the number of ELLs in US schools has risen 57% in the past decade and that ELLs now represent the fastest growing student population. ELL students lag behind English-proficient students in academic achievement and high school graduation rates. Additionally, most mainstream teachers have ELL students but only 29% feel adequately trained to teach them effectively.
Md4 assgnmooreh powerpoint
Student one is a 6-year-old female in kindergarten for the second time. She comes from a low socioeconomic background and speaks both English and Spanish at home. She excels in math but struggles with reading, especially blending sounds to read words. She has traveled to Texas and Mexico. While she knows letters and sounds, putting them together to read is difficult without practice at home.
Revenue Cycle Workflow ScenariosInherent in the Revenue Cycle work.docx
Revenue Cycle Workflow Scenarios
Inherent in the Revenue Cycle workflows is the need to collaborate with other departments to ensure performance benchmarks are met and the ultimate goal of timely and accurate cash flow is attained. In this activity, you will identify which departments need to work together to resolve the situation presented in several scenarios.
To complete this assignment, do the following:
Download the scenarios below.
Beneath each scenario, identify the department(s) involved from the list below and explain each department's role in resolving the issue.
Patient Access/Admissions
HIMs
Coding
Patient Accounts/Billing
Chargemaster Management
Accounts Receivable
CDI
Utilization Management
Clinical Services (Providers, Radiology, Nursing, and other Ancillary Services)
Administration
.
Review and reflect on what you learned in the past 8 weeks. What .docx
Review and reflect on what you learned in the past 8 weeks. What is the most practical and easily applied lesson you learned?
(Easily was: Decision analysis)
What was the hardest to grasp? Why? What else do you need to know about Quantitative Analysis?
(Hardest one was: Waiting Lines)
.
Review a social media blog and examine it for fallaciousreasoning..docx
Review a social media blog and examine it for fallacious
reasoning. Identify at least two examples of fallacies that we have discussed in class within the selected blog. Record the fallacious quotes from the blog, and explain what type of fallacy you believe they are.
Include a citation for the source you use.
.
Restorative Justice Community Action Please respond to the follow.docx
Restorative Justice Community Action"
Please respond to the following:
The law enforcement profession has existed in the Community Policing era since the 1980s. From the e-Activity, Restorative Justice takes the idea of Community Policing to a different level by focusing on the needs of the victims and offenders. Compare and contrast the elements of Community Policing and Restorative Justice.
Explain the key successes and failures of both Community Policing and Restorative Justice. Offer a specific direction in which the police and community should move in their partnership in order to reduce crime and disorder
.
Rethinking the Social Responsibility of Business A Reason to Deb.docx
Rethinking the Social Responsibility of Business: A Reason to Debate Featuring Milton Friedman, Whole Food’s John Mackey, and Cypress Semicondutor’s T. J. Rodgers.
Discuss the concept that corporations add far more to society by maximizing “long-term shareholder value” than they do by donating time and money to charity.
How important is this concept to business, society, and to you? Which position do you believe is more accurate…Rodgers or Mackey?
Minimum of 150
words with reference
.
Return to Week 3 Notes and Readings and review Saki’sThe Open Wi.docx
The document discusses reviewing different versions of stories - written text, audio recordings, and visual interpretations. It asks the reader to consider how the different forms impact their understanding as a learner, and how perspective and imagination are used to understand new experiences. It also questions whether increased access to visual versions through technology impacts the need to "see to believe" or ability to understand without visuals. Finally, it relates the experience of being given false initial information or changing views with new evidence to how stories, art, and music can provide a kind of virtual reality.
review and think about the questions below. Then respond to The.docx
review and think about the questions below. Then respond to:
The Context of Gender and Sexual Orientation
What assumptions do I make about other people based on their gender?
What assumptions do I make about individuals whose sexual orientation is different from mine?
The Context of Abilities and Disabilities
When have I had to struggle to learn something? How did that feel? How did I feel about people who grasped it more easily than I did?
How have my strengths and limitations affected my schooling? Job choices? Social life?
.
More Related Content
Similar to DetailsRead the following case study to inform the assignme
Benchmark - Summative Examination Part of a special educator’s r.docx
Benchmark - Summative Examination
Part of a special educator’s responsibilities include understanding the characteristics of the major disability categories and how the characteristics affect typical development. When conducting observations and consulting with staff who work with students with disabilities, teachers must be able to articulate the differences in development and prescribe appropriate interventions. Understanding the effect of culture and language development must also be considered in meeting student needs.
Part 1: Short Answer Responses
Evaluate the following case studies and, in 100-250 words, classify the IDEA disability category for each student. Provide a rationale for your identification choice that takes into consideration each student's developmental milestones.
Tomas, Kindergarten
Tomas entered Mrs. Richards' kindergarten classroom at the beginning of the school year with great excitement! He showed great interest in learning and being in the classroom with other students. As the school year progressed, however, Tomas' excitement quickly turned into frustration. He struggled with recognizing the letters in his name, identifying different shapes, and consistently could not follow two-part instructions. He also was dramatically less able than his peers to focus on a task. His frustrations have led to impulsive actions. Mrs. Richards has called a meeting with his parents to address her concerns.
Harper, 3rd Grade
Harper attends Sunset Elementary School and is in a class with 25 other third graders. Harper loves her teacher Mrs. Hernandez and struggles when a substitute takes her place. She excels in math and tends to get bored when the other kids in her class struggle. Harper also loves reading about the weather, somewhat obsessively, and can share weather facts and details for hours. She enjoys going to school, but does struggle with the loud noises a school brings. In school assemblies, for instance, she becomes overly upset about the noise level and tends to rock back and forth to calm herself. She also does not like fire drills and has refused to leave the classroom because of the sound of the fire alarm. Instead, she will flop to the ground, kick, and cover her ears.
Austin, 5th
Grade
Austin was 9 years old when he was hit by a car while riding his bike on the sidewalk. He broke his arm and leg and hit his head very hard. When he came home from the hospital he looked just fine, but he needed help. Now back at school, there are changes in Austin that are hard to understand. It takes Austin longer to do things, and he has trouble remembering. He cannot always find the words he wants to use. Math is hard for him now, but it was his strongest academic area before the accident.
Mary, 9th
Grade
Mary and her mother recently moved to the school district from Mexico after divorcing her father, who still lives in Mexico. Mary and her mother now live with Mary’s uncle, his wife, and five kids. Mom is working two .
Mythbusters of second language acquisition
This was a presentation to content-area teachers in our high school - they each had a whiteboard and wrote true/false to the statements before we revealed the responses and rationale; all elements were then linked to practical classroom strategies.
Part 1Children’s families play a critical role in their language.docx
Part 1
Children’s families play a critical role in their language and literacy development. It is important for early childhood teachers to establish connections with each child’s family unit and parental figures so that the lines of communication and mutual respect are strong (Otto, 2014, p. 382). There are so many different ways to communicate with the families of a new preschooler.
Ms. Shelley: Good morning, I am so excited that we have a new friend playing with us today.
Khloe’s mom: I hope it goes well I am really nervous about how she will do being away from me.
Ms. Shelley: I’m sure it will be a little tough at first but we will all slide right into the routine if we let Khloe see we have positive attitudes about it.
Khloe’s mom: I am trying, is it okay if I call and check on her later today?
Ms. Shelley: well sure you can you have all my numbers don’t you?
Khloe’s mom: yes I do. I also wanted to ask you if she will be doing daily lessons or if they will just play most of the time.
Ms. Shelley: yes mam we do circle time, exercise time, story time and ‘class’ time each day along with a lot of free play. You will be able to follow along with our lessons either by looking at the website or the newsletter that is mailed out. Both will include our weekly themes, words to the finger plays and items needed for crafts. I can also make you a copy of our circle time cd so you can learn the songs and know what Khloe is singing.
Khloe’s mom: oh okay that sounds cool. You know she is going to throw a fit when I leave right? Should I just go while she isn’t looking?
Ms. Shelley: she might be upset for a few minutes but as the general rule they all calm down after about ten minutes or so. And no please don’t sneak out. We need to make sure you tell Khloe every morning that you are leaving and where you are going and when you will be back. It is also very important that if you tell Khloe ok ‘one more kiss’, that is only one more kiss and then you leave, otherwise you might get manipulated into a zillion kisses.
Khloe’s mom: ok well let’s get this over with ……Khloe come here honey mommas going to work.
Part 2
Ethics statement for Broseley Preschool and Daycare
New situations and change can at times be unsettling for all of us. For children it might be their first experience of separation from the parents or care givers at home. It is common for even the most outgoing child to be anxious the first day of school. As a team it is our job to recognize that children need to be supported by teachers, peers, community, family and society. Communications are very important to us. When I accept a new family into the center we like to be sure that we can openly share concerns or questions that arise. If we can work together then your child can feel secure in knowing they have two families who love them very much. We grow to love each child that is in our care and treasure the chance to be a part of their lives. It is important that .
Between Worlds (Intro)
This document discusses factors that affect the school success of English language learners (ELLs) who live between worlds. It notes that ELLs come from different cultural worlds than their teachers and may feel marginalized in school. The school exists within various overlapping contexts including national/state, community/family, and school levels. These contexts interact dynamically and no single factor explains ELL success or failure. The document examines characteristics of different types of ELL students and discusses how teacher knowledge, beliefs and classroom practices impact ELL learning. It advocates supporting students' home languages and cultures while developing English proficiency.
DGB - Education Portfolio
Mrs. Kelly observed students with special needs at Lawton Elementary School in Florida. She saw inclusion programs that accepted students of all cultures and placed them strategically in groups to expose them to diversity. Teachers used various strategies like Kagan cooperative learning to engage students. Miss Milan worked with ESL students for 45 minutes on reading. Mrs. Kelly found parental involvement was sometimes challenging but worked closely with ESL teacher Miss Milan to accommodate non-native English speakers through flexibility and allowing students to vocalize instead of writing assessments initially.
Mr. Revell taught 7th grade social studies including students with ADHD, EMH and EBD at Parkway Middle School in Florida. Most students were Hispanic. He found visual materials and technology like
Education Portfolio - DGB
David Gonzalez observed inclusive classrooms at Lawton Elementary and Parkway Middle that effectively accommodated ESL and ESE students. At Lawton, Mrs. Kelly used cooperative learning strategies in her 5th grade classroom to engage students of various cultures and abilities. Miss Milan provided 45 minutes of targeted ESL instruction daily. Both emphasized speaking practice and inclusion to build students' confidence. The greatest initial challenge was acclimating new ESL students, but strong teacher collaboration helped ensure student success.
Brief webinar aft
Rebecca Palacios will demonstrate how to access and use Share My Lesson, a free online resource for teachers that provides lesson plans and materials, especially for teaching English to students who speak other languages. She will focus on resources for teaching Spanish-speaking students English. Share My Lesson has a wide range of K-12 materials and is particularly useful for dual immersion and English language learner classrooms. It allows teachers to share best practices to help more students gain English language proficiency, which is important for economic opportunities. The presentation will be followed by Q&A.
The difference-between-esl-and-efl
This document discusses the differences between learning English as a second language (ESL) versus learning English as a foreign language (EFL). In ESL situations, students learn English in an English-speaking environment and need to use English outside of class as well. In EFL situations, students only use English in the classroom and speak their native language outside of class. Student motivation also tends to be higher for ESL learners since English is relevant to their daily lives, whereas EFL learners have less opportunity to practice English outside of class. Teaching approaches need to account for these contextual differences between ESL and EFL environments.
Determinants of Motivation
This document provides a summary of a research paper about determinants of student motivation for learning English abroad. It begins with an anecdote about a recent college graduate, Sarah, who teaches English in Thailand but finds it more difficult than expected due to large class sizes and unmotivated students. The document then reviews literature on the history of teaching English abroad and factors that influence student motivation. Research studies from several countries identified themes like increased autonomy and positive classroom environments improving motivation, while language proficiency and cultural differences impact motivation. To validate these findings, the author conducted a survey of English teachers. The results generally aligned with the literature but identified some differences. Student motivation is also examined through the lens of transformational leadership theory.
image1.pngimage2.pngExample Slide 1Yeung.docx
image1.png
image2.png
Example Slide 1
Yeung Yi: Yeung Yi is a Gifted and Talented student from an educated and
economically well-off family. Both of his parents are doctors, and they hold high
expectations for Yeung Yi. The family has toured Harvard while on vacation and
discusses college regularly. Yeung Yi’s grades are outstanding, and he stays busy
participating in art club, orchestra, National Geography Bee, baseball, and UIL
academic competitions. He puts a lot of pressure on himself because he wants to
get into a highly selective college after high school. Though he loves playing his
cello, he has had a few panic attacks while practicing his solo. He has told his
mother that he isn’t good enough to have a solo, though his teacher believes
differently. When he makes a grade he feels is unacceptable, he gets very upset
and may hit the wall with his hand.
Example Slide 2
image1.png
image2.png
700.2PBP The Learner: Performance-Based Assessment
TNT 700.2P KNOWLEDGE OF STUDENTS AND STUDENT NEEDS Effective teaching begins with understanding your students: how they learn, their background and issues that they might face. In the course, TCR 300 Meet Your Students, you were introduced to twenty-four students who are representative of the students in Texas. Several of these students have significant academic issues and/or emotional issues that may impact their performance. This performance-based assessment requires you to identify and research the societal or cultural issues that are faced by four of these students and how they impact their achievement.
Using PowerPoint or Google Slides, you are to create a presentation appropriate for use with other educators or parents. In this presentation you are to do the following:
• Identify each student and the issue he or she is facing.
• Identify the developmental impact of each issue. You will need to include the research that is directly related to the issues and aligned to the developmental goals for the students. For example, you might include a statement such as “According to
Dr. I. M. Expert, cyber-bullying is detrimental to a student’s development because it makes students feel unsafe.”
• Research and provide resources that are directly related to the issue and are aligned to the developmental goals for students. These are resources a parent or teacher could use to learn more about the issue and how to address the impact of the issue. These are resources that may be available in your community, such as food banks, language lessons for parents, etc. You may also choose to include resources that are available from federal, state, and local governments. These are NOT the resources used in your research.
• You will suggest supports teachers can use in the classroom to mitigate the impacts of the issue. • Your presentation should be at least 11 slides long. You are expected to have an introductory slide, two slides per student, and a clo.
Prompts Powerpoint
This document contains a student's responses to discussion prompts for an early literacy course. In their responses, the student reflects on their own experiences learning language and literacy as a child, how families and communities influence children's development, and different strategies for teaching literacy skills like reading, writing, spelling and handwriting to students. They discuss teaching methods from their course textbook and critique literacy education websites.
Part of a special educator’s responsibilities include understand
Tomas, a kindergartener, showed early excitement for school but struggled with academic tasks like letter recognition and following instructions. His frustrations led to impulsive behaviors, prompting Mrs. Richards to call a meeting with his parents.
Harper, a third grader, excels in math but gets upset by loud noises. She loves reading about weather and struggles in assemblies or fire drills due to noise.
Austin, a fifth grader, was in a bike accident that caused head and leg injuries. Since returning to school, he has slower processing, trouble remembering, and difficulty with math, which was previously his strength.
Shauna sanders learner analysis instructional design
This learner analysis examines 10 third grade Hispanic students at Roan Elementary School in Dalton, Georgia. Most students speak Spanish at home and have low socioeconomic status. Based on assessments, their reading levels range from late 1st grade to 3rd grade. Motivation to read independently is low. The analysis identifies learning characteristics, cultural considerations, and accommodation strategies to increase motivation and engagement with an instructional unit based on literacy standard 5. Accommodations address needs of ELL, special education, and advanced students.
ELL Training PPP
The document discusses diversity and English language learners (ELLs) in US schools. It notes that the NCATE defines diversity to include differences based on various demographic factors. It also states that the number of ELLs in US schools has risen 57% in the past decade and that ELLs now represent the fastest growing student population. ELL students lag behind English-proficient students in academic achievement and high school graduation rates. Additionally, most mainstream teachers have ELL students but only 29% feel adequately trained to teach them effectively.
Md4 assgnmooreh powerpoint
Student one is a 6-year-old female in kindergarten for the second time. She comes from a low socioeconomic background and speaks both English and Spanish at home. She excels in math but struggles with reading, especially blending sounds to read words. She has traveled to Texas and Mexico. While she knows letters and sounds, putting them together to read is difficult without practice at home.
Similar to DetailsRead the following case study to inform the assignme (15)
Benchmark - Summative Examination Part of a special educator’s r.docx
Benchmark - Summative Examination Part of a special educator’s r.docx
Part 1Children’s families play a critical role in their language.docx
Part 1Children’s families play a critical role in their language.docx
Part of a special educator’s responsibilities include understand
Part of a special educator’s responsibilities include understand
Shauna sanders learner analysis instructional design
Shauna sanders learner analysis instructional design
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Revenue Cycle Workflow ScenariosInherent in the Revenue Cycle work.docx
Revenue Cycle Workflow Scenarios
Inherent in the Revenue Cycle workflows is the need to collaborate with other departments to ensure performance benchmarks are met and the ultimate goal of timely and accurate cash flow is attained. In this activity, you will identify which departments need to work together to resolve the situation presented in several scenarios.
To complete this assignment, do the following:
Download the scenarios below.
Beneath each scenario, identify the department(s) involved from the list below and explain each department's role in resolving the issue.
Patient Access/Admissions
HIMs
Coding
Patient Accounts/Billing
Chargemaster Management
Accounts Receivable
CDI
Utilization Management
Clinical Services (Providers, Radiology, Nursing, and other Ancillary Services)
Administration
.
Review and reflect on what you learned in the past 8 weeks. What .docx
Review and reflect on what you learned in the past 8 weeks. What is the most practical and easily applied lesson you learned?
(Easily was: Decision analysis)
What was the hardest to grasp? Why? What else do you need to know about Quantitative Analysis?
(Hardest one was: Waiting Lines)
.
Review a social media blog and examine it for fallaciousreasoning..docx
Review a social media blog and examine it for fallacious
reasoning. Identify at least two examples of fallacies that we have discussed in class within the selected blog. Record the fallacious quotes from the blog, and explain what type of fallacy you believe they are.
Include a citation for the source you use.
.
Restorative Justice Community Action Please respond to the follow.docx
Restorative Justice Community Action"
Please respond to the following:
The law enforcement profession has existed in the Community Policing era since the 1980s. From the e-Activity, Restorative Justice takes the idea of Community Policing to a different level by focusing on the needs of the victims and offenders. Compare and contrast the elements of Community Policing and Restorative Justice.
Explain the key successes and failures of both Community Policing and Restorative Justice. Offer a specific direction in which the police and community should move in their partnership in order to reduce crime and disorder
.
Rethinking the Social Responsibility of Business A Reason to Deb.docx
Rethinking the Social Responsibility of Business: A Reason to Debate Featuring Milton Friedman, Whole Food’s John Mackey, and Cypress Semicondutor’s T. J. Rodgers.
Discuss the concept that corporations add far more to society by maximizing “long-term shareholder value” than they do by donating time and money to charity.
How important is this concept to business, society, and to you? Which position do you believe is more accurate…Rodgers or Mackey?
Minimum of 150
words with reference
.
Return to Week 3 Notes and Readings and review Saki’sThe Open Wi.docx
The document discusses reviewing different versions of stories - written text, audio recordings, and visual interpretations. It asks the reader to consider how the different forms impact their understanding as a learner, and how perspective and imagination are used to understand new experiences. It also questions whether increased access to visual versions through technology impacts the need to "see to believe" or ability to understand without visuals. Finally, it relates the experience of being given false initial information or changing views with new evidence to how stories, art, and music can provide a kind of virtual reality.
review and think about the questions below. Then respond to The.docx
review and think about the questions below. Then respond to:
The Context of Gender and Sexual Orientation
What assumptions do I make about other people based on their gender?
What assumptions do I make about individuals whose sexual orientation is different from mine?
The Context of Abilities and Disabilities
When have I had to struggle to learn something? How did that feel? How did I feel about people who grasped it more easily than I did?
How have my strengths and limitations affected my schooling? Job choices? Social life?
.
REVIEW both post 100 words each, add more information to the topic i.docx
REVIEW both post 100 words each, add more information to the topic if necessary, do them separate APA format, site source,
1.
I own a 75 gallon, saltwater fish tank. In that tank we have fish, crabs, shrimp, snails and corals. In order to keep these creatures alive and growing, its important to have the correct lighting, temperature and food source.
Zooplankton
plays an important role in keeping an aquarium healthy.
Zooplankton
; whose name drives from a Greek word meaning "drifter", are small floating organisms that drift around in water current. Corals, mussels and various other filter-feeders eat
zooplankton
.
Zooplankton
are eaten by small fish, which are then eaten by bigger fish, as the chain continues.
Zooplankton
have three major groups;
crusacea
,
rotifers
, and
protozoas
. All play an important role in fresh and saltwater ecosystems.
Zooplankton
measure between two micrometers and up to 8 inches in
length
. Some z
ooplankton
have adapted mechanisms to deter fish from eating then. They have adapted things like transparent bodies, bad tastes, and
cyclomorphosis
; which allows them to release chemicals into the water to signal other
zooplankton
that predators are nearby.
Most
zooplankton
are herbivores and eat phytoplankton and algae. Others species of
zooplankton
eat the parasites of larger animals, such as fish.
Zooplankton
are sensitive to temperature changes, oxygen depletion, toxic chemicals, and other environmental issues. Because of this, scientists can use them as first indicators of environmental quality and ecological changes on our planet. Though small, these tiny creatures bridge the gap between algae and bigger organisms. Many of today's creatures in our planets oceans wouldn't grow and/or survive if it weren't for
zooplankton
.
2.
One animal organism that I found interesting was the species of multicellular Nematodes.
Nematodes are the most plentiful multicellular animals on the planet. They are everywhere; in soil and on decomposing material, from the cold environments to the tropics, in all plant life, in almost all animals, including humans, and also insects (“Information”, 2016).
Nematodes are non- segmented roundworms that possess complete digestive, excretory, nervous and reproductive systems (“Information”, 2016). Most are microscopic. The diversity of nematode forms and territories are incredible: there are more than 15,000 known species, can you imagine that! They infect everything from bugs to whales to humans. Nematodes can take the energy of living organism and cause serious diseases, even kill humans and animals. There are other nematode parasites in humans that are transmitted by eating meat that is not cooked adequately, or through contact with soil or water contaminated with feces, from humans or animals (Hay, 2016).
The nematode organism known as”
Wuchereria bancrofti
”
can cause damages to the lymphatic system and causes debilitating inflammations in different parts .
Review Butman and Yarhouses article Psychopathology Through the Ey.docx
Review Butman and Yarhouse's article "Psychopathology Through the Eyes of Faith: Integrate Reflections for the classroom and Beyond" and briefly describe their approach to teaching psychopathology. Identify two or more elements you find interesting about their method of teaching psychopathology and explain why they are important to you.
.
Revenue Recognition and Operating Income – How does each firm re.docx
Revenue Recognition and Operating Income
–
How does each firm recognize revenue and how does its revenue recognition policies compare to its competitors? Is there evidence of aggressive revenue recognition? Consider the firm’s operating income and how it has been affected by “above the line” items including research and development expenses, restructuring costs, income taxes and foreign currency translation. Consider “below the line” components to income including discontinued operations and extraordinary items. Examine earnings per share and the impact of dilution from new shares (and potential new shares) and the anti-dilution effects of share buy-backs. Finally, consider the “quality of earnings” of your firms.
I need the question above answered for Nutrisystems
.
Responses for week 4Post replies to at least two peers bef.docx
Responses for week 4
Post replies to at least
two
peers before the close date of this discussion. In your replies, consider asking questions of peers about their responses to encourage further conversation. . Respond as if they were parents of a student where you were the special education teacher transition team member. Read the questions that have been asked and answered; taking on the special educator team member role was the answer clearly written for a parent? Add to each answer, keeping a focus on IDEA, providing a more detailed response with additional helpful parent resources. Be sure to explain why you have chosen those particular resources and how parents will find them helpful. Again, though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion; this will further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic.
This what the teacher wrote to
Dear Eliie2121,
Apparently you have a challenge with your composition skills. You have good ideas but you are having trouble expressing them. I would suggest that you go to the Writing Center and get some assistance. I am not an English instructor but there are so many errors in your writing that it is my feeling that you need this writing assistance. Even in this email to me there are numerous errors of grammar. I am going to write your question over correctly so that you can see the errors. Please look carefully at the punctuation I have added and the changes. So, in answer to your initial question here, you need to write better and be aware of what you are writing (as I pointed out in my post response to you).
So, if I am reading your response to my discussion question, is it not what you wanted me to write or is it that I see things differently on the questions? Please let me know one way or another so that I can make corrections on it.
On your paper there were missing commas, incorrect capitalization, missing words, plurals needed, etc. Hopefully, you can see that some assistance is needed. I am here to assist you and this is the best advice I can give you so that you can be successful in graduate school and in your teaching career.
Dr. Todd
The first response is to the teacher and the other 2 is students from the class. I need you to read what the top post
above and 25 words or more please.
Instructor Todd
I have a correction to make on your post. It is in regard to this sentence: The main participants in the meeting are the parents, children, and the school. Children are not present at these meetings unless it is the child with the disability. The school is not present at these meetings either. By the use of this word, you are probably not referring to the physical school or buil.
Response Paper Craft an analytical paper based on the reading. .docx
The document provides instructions for a response paper analyzing a reading about Emilio and Gabriela Coni's efforts to relieve urban dilemmas faced by working people, women, and children in industrializing Buenos Aires. Students are asked to write a 1 1/2 to 2 page double-spaced response focusing on the dilemmas of the urban context and Conis' plans to aid Argentine women and children, developing a thesis with supporting examples. Papers must include footnotes in Chicago style and will receive a zero if they contain quoted material without citations.
Response to this discussion post with at least 200 words. Needs refe.docx
Response to this discussion post with at least 200 words. Needs refernece to back up response
The United States maintains a complex network of law enforcement agencies at the local, state and federal levels. These agencies have varying degrees of specialty and work closely with one another and the courts. Functions performed by the levels of police agencies in the United States run a gamut, from preventing the importation of illegal drugs to ensuring the safety of students at universities. The role of a police agency depends upon its location and jurisdiction. many as 23,000 local and state police agencies exist in the United States as of 2011, depending upon the method of counting them. Types of police agencies under state jurisdiction include local township or city police forces, state police, countrywide sheriff's offices, state highway patrols and constables. The structure and levels of state police agencies differs in each state. Hawaii, for instance, maintains no state police force per Se, but rather a Department of Public Safety. In most states, sheriffs serve as elected officials and act as political liaisons between state governments and police agencies. Various agencies perform specialized police functions at state level. Fish and game wardens, for instance, enforce hunting, fishing, boating laws. According to O'Connor, 35 U.S. states invest independent agencies such as the Department of Criminal Investigations, Department of Motor Vehicles and Alcohol Beverage Control with special, limited powers of law enforcement and investigation. These agencies enforce laws within their jurisdiction, often with the cooperation of other police agencies. Other special divisions of police agencies include K-9 units, which work with police dogs, HAZMAT units, which handle hazardous materials and SWAT, or special tactical units.
References
Lemieux, F. (Ed.). (2013).
International Police Cooperation: Emerging issues, theory and practice
. Routledge.
Manning, P. K. (2014). Role and function of the police. In
Encyclopedia of Criminology and Criminal Justice
(pp. 4510-4529). Springer New York.
.
Response 1 Systems Perspective and Social ChangeRead a sele.docx
Response 1:
Systems Perspective and Social Change
Read
a selection of your colleagues' posts.
Respond
to at least two colleagues in one of the following ways:
Critique your colleague's suggestion about how to apply a systems perspective to Lester Johnson's case.
Identify one way that a concept in your colleague's post might contribute towards advocacy and social change.
Discuss how you might apply the empowerment and strengths approach to one of the concepts your colleague has presented.
Be sure to support your responses with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
Colleague 1: Julia
When working with clients, there are many factors at play that not only formed the client in their early years, but also influence them now. The factors that influence them now can include: family, living situation, job situation, friends, religious community, etc. These factors can all influence how a social worker can assist in intervening in a client’s life. Each of these factors can also be included in different systems that influence the client (Zastrow and Kirst-Ashman, 2016).
Let us take, for example, the case of Lester. Lester was an independent member in his community, church community, and was able to handle his life all by himself. However, after an automobile accident, Lester has done a 180 and can no longer clothe or clean himself (Plummer, Makris, and Brocksen, 2014). This is where systems perspective comes in: what systems in Lester’s life can the social worker use to assist Lester? From the case study, we know that Lester is close with his family, but his sister-in-law has really stepped up to the plate in helping with Lester’s care. Because of Lester’s connections with his religious community, they may be relied on for resources. Lester’s children have not been involved really at all, so they should not be counted on as a system on which Lester can rely (Plummer, Makris, and Brocksen, 2014). Lester will have to have new systems created for him, as he cannot create them for himself anymore.
As a social worker, it is crucial to know the systems on which a client can rely. System Theory is a good theory because of its ability to be used with any client. Knowing what resources are available to a client, as well as their interactions with those resources, is key in creating a treatment plan for the client.
Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Working with People with Disabilities: The Case of Lester. Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
Colleague 2: Lisa
Hello Everyone,
Multiple systems interact to impact individuals on many levels. In Lester.
Response 1 The Aging ProcessRespond to at least two colleag.docx
Response 1:
The Aging Process
Respond
to at least two colleague's post in one of the following ways:
o
From a strength's perspective, critique your colleague's approach to addressing Francine's case. Provide support for your critique.
o
Critique your colleague's strategy for applying knowledge of the aging process to work with older clients. Discuss how cultural, ethnic, and societal influences might affect the application of this strategy.
Be sure to support your responses with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
Colleague 1:BM
As individuals enter the stage of late adulthood, their previous experiences, lifestyle and relationships help determine what, indeed, this stage will entail (Zastrow and Kirst-Ashman, 2016). In this week’s case study, 70- year-old Francine sought counseling for symptoms of depression, directly related to the loss of her partner of thirty years, Joan (Plummer, Makris and Brocksen, 2014). Since Francine’s family and loved ones were unaware of the extent of the the relationship between Francine and Joan, Francine did not have the necessary support as she navigated her way through her grieving process. She started drinking alcohol more often, after several years of sobriety (Plummer, et. al., 2014).
It can be assumed that Francine’s relationship with Joan, spanning thirty years, has certainly influenced her aging process. In long-term relationships, such as this one, individuals identify as being half of a partnership, as opposed to their individual beings (Zastrow and Kirst-Ashman, 2016). These defining relationships allow for individuals to feel supported and share experiences throughout their daily lives. This relationship is at the crux of Francine’s being, and although her partner has passed, its value can be utilized to help Francine cope with the loss and navigate through the remainder of her life. Additionally, Francine’s extensive experience within the workforce will also positively contribute to her aging process. Throughout these years, Francine’s interaction with people, both professionally and socially, have helped to promote a healthy inner being. While she may not be feeling sociable after Joan’s passing, referencing her forty year career will be a helpful tool for her clinician.
The case study mapped out the positive aspects in Francine’s life beautifully. Despite the depression she is currently experiencing, employing a Strength Based Perspective, focusing on her resiliency, would be an appropriate and effective method to help Francine achieve her most positive outcomes (Zastrow and Kirst-Ashman, 2016). Francine has shown a tremendous capacity throughout her life in identifying and removing the triggers causing harmful behaviors; this awareness resulted in many years of sobriety (Plummer, et. al., 2014). Furthermore, Francine, despite her current depressive state, ha.
Response Paper Craft an analytical paper based on the reading..docx
Response Paper
Craft an analytical paper
based on the reading.
Focus on what you found to be the strongest elements that help you answer the questions below
.
Explain Erick Langer’s statement from his introduction that Mandeponay “combined the skills of a caudillo and of a traditional chieftain” (93). What does he mean by this? Do you think this combination of skills helped the Chiriguano maintain their autonomy and cultural distinction or did Mandeponay’s decisions lead to their cultural destruction?
Papers should be 1 1⁄2 to 2 pages
in length, double-spaced, with 1-inch margins, and typed in 11pt. or 12pt. font. Papers may not exceed 2 pages.
The strongest essays will begin with a specific argument related to the topic and develop themes and specific, concrete examples that support and illustrate that thesis.
Papers with quoted material and lacking footnotes will receive a ZERO.
Footnotes should be formatted according to
Chicago Style
.
.
Response 1Social and Emotional IntelligenceRespond to at l.docx
Response 1
Social and Emotional Intelligence
Respond
to at least two colleagues in one of the following ways:
o
Critique your colleague's analysis of the relationship between social and emotional intelligence and cultural factors. Provide support for your critique.
o
Critique your colleague's strategy for applying social and emotional intelligence to the case of Andres. Provide support for your critique.
o
Critique your colleague's suggestion for how to apply an
understanding of social and emotional intelligence to social work practice in general. Provide support for your critique.
Be sure to support your responses with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
Colleague 1: T
During the time (6 years ago) when Andres was exiting middle adulthood and enter late adulthood, he was transitioning from a period of stability to a period of instability (Plummer, Makris, & Brocksen, 2014). Major changes were ahead that would hit Andres hard. Maslow’s Hierarchy of Needs can be used to describe Andres past and present emotional and intellectual state. Prior to Andres diagnosis of a brain tumor and Parkinson’s disease, he achieved all of Maslow’s Hierarchy of Needs. Andres, physiological, safety, belongingness, self-esteem, and self-actualization needs were met. He was married, had children and grandchildren, had a great career, plenty of friends, and exercised daily. (Plummer et al, 2014). According to Maslow “When people fulfill the most elemental needs, they strive to meet those on the next level, and so forth, until the highest order of needs is reached (Zastrow & Kirst-Ashman, 2016, p. 505). Emotionally and intellectually Andres was in a good place. Now, at the age of 68, he has disabilities and has lost most of his independence. He tries to de independent, but has injured himself several times. Activities as basic as eating and bathing unassisted are forever changed. Andres has lost his independence and has become depressed as he realizes more and more that his life is forever altered. “He now uses a cane and walker to ambulate. His speech is slow and soft. He requires assistance to get dressed and eat at times due to severe tremors and the loss of dexterity in his hands”
(Plummer et al, 2014). His safety needs were not being met, especially due to his instability, disabilities, and other medical conditions. This has resulted in a lack of belongingness, low-self-esteem, and no self-actualization. But over time Andres started to accept who he has become. Even though Andres hated asking for help, he realized that asking for assistance could have prevented some of the falls and injuries (Plummer et al, 2014). Andres, accepted the help of the social worker, accepted some help from family, realized that he could not change what has happened to him, and even reclaimed some of the friendships he once had with colleagues.
Response 1 Week 2 BlogRespond to the blog post of three colle.docx
Response 1: Week 2 Blog
Respond
to the blog post of three colleagues in one or more of the following ways:
·
Make a suggestion to your colleague's post.
·
Expand on your colleague's posting.
Be sure to support your blog posts with specific references to this week's resources and provide full APA citations for your references.
Colleague 1: Carolyn
An explanation of potential challenges in adhering to confidentiality in your field education experience
My field education experience is called “brighter future”. It is an agency that most of the employee are related. And so part of their confidently is made sure that they do not share information.
A description of agency policies or mandates about confirms to evidentiality
Today at my field placement, we discuss the important of confidentiality. According to my agency policies, we have to make sure that everything we do is kept confidential. For example, I was observing and learning how to input documents into the computer. I found out that, everyone in the agency is required to keep every file, everything they do about that client has to be protected.
The files that inputted in the computer were also kept manually and under the table so that no one would know about their client’s names.
Discussing any client outside the office was a no-no. They were also required not to address any problem faced by the clients until they have any a consent letter from the client.
An explanation of potential challenges in communicating with clients within your agency
The challenges that I see with confidentiality within this agency is how they interact with each other. Some of the confidential information is shared throughout the agency and take lightly as a joke. I think it’s about time for all employee to come together and be supportive of this little fella who wanted a bike but lack of financial report
Reference:
Saxon, C., Jacinto, G. A., & Dziegielewski, S. F. (2006). Self-determination and confidentiality: The ambiguous nature of decision-making in social work practice. Journal of Human Behavior in the Social Environment, 13(4), 55–72.
Colleague 2: Melissa
With the place that I am working at Paso Del Norte Children’s Development Center, I am working in a variety of places that require different safety plans. The number one rule is to always sit by the door and have the client sit in front of u while the door is behind you. This is in order to prevent any type of danger that may occur. The bright side about working with clients that are in our organization is that these clients are willing to meet with us. It is important to keep note that these clients are in need of help and come to us in order to get help with behavioral, students with special needs, or other specific behavior’s that kids need help with. There are also a number of speech therapists that work within the building and help the kids overcome their fears or behavior patterns when dealing with this issue.
If the soc.
RESPONDwrite one responses to the two colleagues in one of the.docx
RESPOND
write one
responses to the two
colleagues in one of the following ways:
Provide an alternative suggestion of how program evaluation can be used.
Provide support or an alternative perspective on the elements of program evaluation.
·
RE: Discussion - Week 1 1st person
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Top of Form
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[removed]
Total views: 48 (Your views: 2)
As a State Correctional employee, we often use evaluations to analyze in-service training, policy reviews, programs and services, etc. It may seem as if we are over evaluating; however, this helps to ensure our services are effective.
Westat (2010) says the two reasons program evaluation exists, as written for the National Science Foundation, is to “improve a project” and “document what has been achieved” (p. 3).
The most consistent with my interest is program improvement. For instance, we had four different in-service courses with the same course information. An evaluation was passed out to the students at the end of the course to provide their opinion of the course. The comments prompted the instructors to redesign four courses into one. Evaluations are essential tool in Corrections because it allows us to
document our achievements, which will result in data to support our reentry programs.
References:
Westat, J. F. (Ed.). (2010). The 2010 user-friendly handbook for project evaluation. Retrieved
from https://www.westat.com/sites/westat.com/files/2010UFHB.pdf
Bottom of Form
2-person
initial post WK1D1
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Top of Form
[removed]
[removed]
Total views: 54 (Your views: 3)
In my work with community corrections, I have not conducted any type of program evaluation; however, I understand program evaluation is designed to answer some key questions about a program’s effectiveness to the stakeholders (community, participants and staff). The overarching idea behind program evaluation is to ascertain if those who should benefit from the program are actually benefiting and if those performing the services to the community are skilled at providing the services. Another important aspect of program evaluation is to determine whether the allocated resources for the services are sufficient for addressing the needs of the population (The Program Manager’s Guide to Evaluation, 2010).
In looking at this week’s resources, Langbein (2012) identifies some distinct differences between program and project (p.3). A program is described as “ongoing services or activities” (Langbein, 2012, p. 3) while projects are intended to be one-time activities that has long-lasting sustainable impact on communities (p. 3). Thus, program evaluations should help determine the extent of a program’s success or lack thereof (what works and what does not work) as well as provide insight on navigating areas where unexpected circumstances occur (Westat, 2010). In short, program evaluations provide managers and administrators the data needed to prove or disprove the value of a program which ultimately impac.
Response should be a half page each, APA format please and provide.docx
Response should be a half page each, APA format please and provide reference
(1)
Describe what life span considerations you might use in applying the nursing process to infants, school-age children, younger adults, and older adults in relation to immunizations and wellness.
(2)
As a formal nursing intervention, anticipatory guidance prepares a client for that which the nurse knows could most likely occur during that person's developmental or situational stage. Discuss the anticipatory guidance possibilities you would most likely entertain when assessing an adolescent, both developmentally and situationally.
.
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DetailsRead the following case study to inform the assignme
- 1. Details: Read the following case study to inform the assignment that follows. Case Study: Sloane Grade: 3rd Age: 8 Sloane is a female third grade student with a specific learning disability in written expression. She is originally from Mexico and moved to the U.S. with her mother, father, older sister, and newborn brother when she was 14 months old. In first grade she was assessed for special education services and was found eligible in the area of written expression. Recently, her mother and father separated. Her mom has since moved the children out of their home and in with family friends. The family friends have three children and two adults living in the home already, so thethree-bedroom, one-bath home is very crowded. Their new home is within walking distance of Rosewood Elementary, where Sloane has recently transferred. Sloane’s mother has a job in which she works long hours and is currently struggling to establish her own line of credit. At home, Sloane’s family speaks both English and Spanish. Sloane’s mother considers English her primary language; however, Spanish is her first language and she sometimes has difficulty understanding written English despite speaking it well.
- 2. At a recent parent-teacher conference, Sloane’s mother opened up about the recent separation and stated there was an order of protection against her husband. Because the order of protection extends to the children, Mr. Fleming, one of Sloane’s teachers, notified the office and provided documentation in the event that Sloane’s father should come to theschool. While providing this documentation, office staff and other teachers pressed Mr. Fleming to divulge the details of why the order of protection was issued. Part 1 In 100-250 word responses for each of the following five bullets, evaluate and answer the following questions: What are three ways in which cultural, language, and family background influence Sloane’s learning? How will knowledge of Sloane's home environment assist her teachers in providing educational services and support? What are three steps a teacher could take with Sloane and her mother to build a collaborative relationship that takes into account their unique circumstances? What are three strategies that a teacher could use to encourage Sloane’s mother to actively participate in Sloane's education process? How would you respond to the office staff and teachers wanting information regarding the order of protection, referencing the CEC Code of Ethics or other appropriate professional dispositions of learners?
- 3. Support your responses with a minimum of three scholarly resources. Part 2 Write a 250-500 word rationale that: Analyzes the ethical principles you used to respond to the above questions, and how those principles align to a Christian worldview. Provides specific examples of how your proposed actions support the common good in the educational setting, and explains how these examples can be considered applications of the Christian worldview. Prepare this assignment according to the guidelines found in the GCU Style Guide located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite.